scholarly journals Story Learning Test: Decelerated Learning and Accelerated Forgetting in Children with Epilepsy

2019 ◽  
Vol 5 (4) ◽  
pp. 133-151
Author(s):  
Loretta van Iterson
Keyword(s):  
Free Recall ◽  
Repeated Measures ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Loss Of Information ◽  
Age Dependent ◽  
Neuropsychological Tasks ◽  
Learning Test ◽  
Dependent Learning ◽  
Initial Reading

Abstract Introduction Increasing interest is seen for early and late memory consolidation and accelerated forgetting, but little is known about these phenomena in children with epilepsy. The present study analysed the trajectory of learning and retention in typically developing children and children with epilepsy on a story learning test. Methods 285 children, 126 typically developing children and 159 children with epilepsy, in ages between 4 and 10 years and Full-Scale IQs ≥ 75, were given a specifically designed story learning test (iter-sein). The learning phase included Initial reading and a Free Recall trial with 10 Questions, and up to three repetition trials with Questions. Trials of Delayed Free Recall and Questions followed after half an hour, the next day and 1 week later. With several repeated measures analyses of variance, level of performance and gains or losses over time were analysed. Results Age-dependent learning was seen after repetitions. On the Questions, typically developing children outperformed children with epilepsy increasingly, due to smaller gains after the second trial. Learned information was similarly preserved. Free Recall showed similar performance for both groups up to day 2. A week later, a conspicuous loss of information was observed in the children with epilepsy, whilst typically developing children retained the information. On index scores, reliable cognitive loss of information was seen in epilepsy in 24.5% of the children. Semantic neuropsychological tasks and severity measures of epilepsy were associated with level of performance. Discussion The results provided evidence for early decelerated learning and late accelerated forgetting in children with epilepsy.

scholarly journals The Table-top Visual Search Ability Test for children and young people: Normative response time data from typically developing children

2020 ◽  
pp. 026461962091525
Author(s):  
Jonathan Waddington ◽  
Jade S Pickering ◽  
Timothy Hodgson
Keyword(s):  
Visual Search ◽  
Young People ◽  
Real World ◽  
Semantic Knowledge ◽  
Developmental Trajectory ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Ability Test ◽  
Children And Young People ◽  
Age Dependent

Five table-top tasks were developed to test the visual search ability of children and young people in a real-world context, and to assess the transfer of training-related improvements in visual search on computerised tasks to real-world activities. Each task involved searching for a set of target objects among distracting objects on a table-top. Performance on the Table-top Visual Search Ability Test for Children (TVSAT-C) was measured as the time spent searching for targets divided by the number of targets found. A total of 108 typically developing children (3–11 years old) and eight children with vision impairment (7–12 years old) participated in the study. A significant correlation was found between log-transformed age and log-transformed performance ( R2 = .65, p = 4 × 10−26) in our normative sample, indicating a monomial power law relationship between age and performance with an exponent of [Formula: see text], [Formula: see text] We calculated age-dependent percentiles and receiver operating characteristic curve analysis indicated the third percentile as the optimal cut-off for detecting a visual search deficit, giving a specificity of [Formula: see text], [Formula: see text] and sensitivity of [Formula: see text], [Formula: see text] for the test. Further studies are required to calculate measures of reliability and external validity, to confirm sensitivity for visual search deficits, and to investigate the most appropriate response modes for participants with conditions that affect manual dexterity. In addition, more work is needed to assess construct validity where semantic knowledge is required that younger children may not have experience with. We have made the protocol and age-dependent normative data available for those interested in using the test in research or practice, and to illustrate the smooth developmental trajectory of visual search ability during childhood.

scholarly journals The table-top visual search ability test for children and young people: normative response time data from typically developing children

2019 ◽  
Author(s):  
Jonathan Waddington ◽  
Jade Pickering ◽  
Timothy Hodgson
Keyword(s):  
Visual Search ◽  
Young People ◽  
Real World ◽  
Semantic Knowledge ◽  
Developmental Trajectory ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Ability Test ◽  
Children And Young People ◽  
Age Dependent

AbstractFive table-top tasks were developed to test the visual search ability of children and young people in a real-world context, and to assess the transfer of training related improvements in visual search on computerised tasks to real-world activities. Each task involved searching for a set of target objects among distracting objects on a table-top. Performance on the Table-top Visual Search Ability Test for Children (TVSAT-C) was measured as the time spent searching for targets divided by the number of targets found. 108 typically developing children (3-11 years old) and 8 children with vision impairment (7-12 years old) participated in the study. A significant correlation was found between log-transformed age and log-transformed performance (R2 = 0.65, p = 4 × 10−26) in our normative sample, indicating a monomial power law relationship between age and performance with an exponent of −1.67, 95% CI [−1.90, −1.43]. We calculated age-dependent percentiles and receiver operating characteristic curve analysis indicated the 3rd percentile as the optimal cut-off for detecting a visual search deficit, giving a specificity of 97.2%, 95% CI [92.2%, 99.1%] and sensitivity of 87.5%, 95% CI [52.9%, 97.8%] for the test. Further studies are required to calculate measures of reliability and external validity, to confirm sensitivity for visual search deficits, and to investigate the most appropriate response modes for participants with conditions that affect manual dexterity. Additionally, more work is needed to assess construct validity where semantic knowledge is required that younger children may not have experience with. We have made the protocol and age-dependent normative data available for those interested in using the test in research or practice, and to illustrate the smooth developmental trajectory of visual search ability during childhood.

The “Sound of Silence”: Sensitivity to Silent Letters in Children With and Without Developmental Language Disorder

2021 ◽  
pp. 1-13
Author(s):  
Marie-Pier Godin ◽  
Rachel Berthiaume ◽  
Daniel Daigle
Keyword(s):  
Repeated Measures ◽  
Language Disorder ◽  
Orthographic Knowledge ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Control Groups ◽  
Typically Developing Children ◽  
Morphological Knowledge ◽  
Spelling Instruction ◽  
Silent Letter

Purpose Children with developmental language disorder (DLD) demonstrate general spelling difficulties. This study investigated accuracy on and sensitivity to silent letters in spelling in children with and without DLD. Investigating silent-letter production provides a window into orthographic and morphological knowledge and enhances understanding of children's spelling skills. Method A group of children with DLD ( M age = 9;11 [years;months]) and two control groups of typically developing children ( n = 30 in each group) were given a dictated spelling task of 44 words that each contained a derivational or a nonderivational silent letter. We coded the silent letter in each word and counted 1 point for each correctly spelled letter in order to examine accuracy on silent letters. Two error patterns were distinguished to analyze sensitivity to silent letters: silent-letter substitutions and silent-letter omissions. Results Repeated-measures ANOVA showed that children with DLD produced significantly more errors on silent letters than did both control groups. Both control groups showed a greater sensitivity to silent-letter endings, as they tended to substitute incorrect silent letters where they made errors. In contrast, children with DLD tended to omit silent letters in their spelling attempts. Conclusions Our results suggest that silent-letter production is a major source of difficulty for spellers, especially for those with DLD, who appear to lack sensitivity to silent letters. These results highlight the importance of promoting spelling instruction to enhance orthographic knowledge in children with DLD.

Acoustic Reflexes in Normal-Hearing Adults, Typically Developing Children, and Children with Suspected Auditory Processing Disorder: Thresholds, Real-Ear Corrections, and the Role of Static Compliance on Estimates

2017 ◽  
Vol 28 (06) ◽  
pp. 480-490 ◽  
Author(s):  
Udit Saxena ◽  
Chris Allan ◽  
Prudence Allen
Keyword(s):  
Auditory Processing ◽  
Repeated Measures ◽  
Normal Hearing ◽  
Typically Developing ◽  
Ear Canal ◽  
Typically Developing Children ◽  
Static Compliance ◽  
Step Size ◽  
Clinical Procedures ◽  
Reflex Threshold

Background: Previous studies have suggested elevated reflex thresholds in children with auditory processing disorders (APDs). However, some aspects of the child’s ear such as ear canal volume and static compliance of the middle ear could possibly affect the measurements of reflex thresholds and thus impact its interpretation. Sound levels used to elicit reflexes in a child’s ear may be higher than predicted by calibration in a standard 2-cc coupler, and lower static compliance could make visualization of very small changes in impedance at threshold difficult. For this purpose, it is important to evaluate threshold data with consideration of differences between children and adults. Purpose: A set of studies were conducted. The first compared reflex thresholds obtained using standard clinical procedures in children with suspected APD to that of typically developing children and adults to test the replicability of previous studies. The second study examined the impact of ear canal volume on estimates of reflex thresholds by applying real-ear corrections. Lastly, the relationship between static compliance and reflex threshold estimates was explored. Research Design: The research is a set of case–control studies with a repeated measures design. Study Sample: The first study included data from 20 normal-hearing adults, 28 typically developing children, and 66 children suspected of having an APD. The second study included 28 normal-hearing adults and 30 typically developing children. Data Collection and Analysis: In the first study, crossed and uncrossed reflex thresholds were measured in 5-dB step size. Reflex thresholds were analyzed using repeated measures analysis of variance (RM-ANOVA). In the second study, uncrossed reflex thresholds, real-ear correction, ear canal volume, and static compliance were measured. Reflex thresholds were measured using a 1-dB step size. The effect of real-ear correction and static compliance on reflex threshold was examined using RM-ANOVA and Pearson correlation coefficient, respectively. Results: Study 1 replicated previous studies showing elevated reflex thresholds in many children with suspected APD when compared to data from adults using standard clinical procedures, especially in the crossed condition. The thresholds measured in children with suspected APD tended to be higher than those measured in the typically developing children. There were no significant differences between the typically developing children and adults. However, when real-ear calibrated stimulus levels were used, it was found that children’s thresholds were elicited at higher levels than in the adults. A significant relationship between reflex thresholds and static compliance was found in the adult data, showing a trend for higher thresholds in ears with lower static compliance, but no such relationship was found in the data from the children. Conclusions: This study suggests that reflex measures in children should be adjusted for real-ear-to-coupler differences before interpretation. The data in children with suspected APD support previous studies suggesting abnormalities in reflex thresholds. The lack of correlation between threshold and static compliance estimates in children as was observed in the adults may suggest a nonmechanical explanation for age and clinically related effects.

Children With Autism Exhibit More Individualized Responses to Live Animation Biofeedback Than Do Typically Developing Children

2021 ◽  
pp. 003151252199828
Author(s):  
Jeffrey D. Eggleston ◽  
Alyssa N. Olivas ◽  
Heather R. Vanderhoof ◽  
Emily A. Chavez ◽  
Carla Alvarado ◽  
...  
Keyword(s):  
Motor Learning ◽  
Repeated Measures ◽  
Statistical Significance ◽  
Children With Autism ◽  
Biofeedback Training ◽  
Measurement Unit ◽  
Single Subject ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Post Test

Children with autism have displayed imbalances in responding to feedback and feedforward learning information and they have shown difficulty imitating movements. Previous research has focused on motor learning and coordination problems for these children, but little is known about their motoric responses to visual live animation feedback. Thus, we compared motor output responses to live animation biofeedback training in both 15 children with autism and 15 age- and sex-matched typically developing children (age range: 8–17 years). We collected kinematic data via Inertial Measurement Unit devices while participants performed a series of body weight squats at a pre-test, during live animation biofeedback training, and at post-test. Dependent t-tests (α = 0.05), were used to test for statistical significance between pre- and post-test values within groups, and repeated measures analyses of variance (α = 0.05) were used to test for differences among the training blocks, within each group. The Model Statistic technique (α = 0.05) was used to test for pre- and post-test differences on a single-subject level for every participant. Grouped data revealed little to no significant findings in the children with autism, as these participants showed highly individualized responses. However, typically developing children, when grouped, exhibited significant differences in their left hip position ( p = 0.03) and ascent velocity ( p = 0.004). Single-subject analyses showed more individualistic live animation responses of children with autism than typically developing children on every variable of interest except descent velocity. Thus, to teach children with autism new movements in optimal fashion, it is particularly important to understand their individualistic motor learning characteristics.

Evaluation of a passive pediatric leg exoskeleton during gait

2020 ◽  
pp. 030936462095686
Author(s):  
Jessica Zistatsis ◽  
Keshia M Peters ◽  
Daniel Ballesteros ◽  
Heather A Feldner ◽  
Kristie Bjornson ◽  
...  
Keyword(s):  
Repeated Measures ◽  
Walking Speed ◽  
Future Research ◽  
Typically Developing ◽  
Step Width ◽  
Typically Developing Children ◽  
Ankle Foot Orthoses ◽  
Long Passive ◽  
Optimal Stiffness ◽  
The Impact

Background: Children with hemiparesis are commonly prescribed ankle foot orthoses to help improve gait; however, these orthoses often result in only small and variable changes in gait. Research with adult stroke survivors has suggested that orthoses that extend beyond the ankle using long, passive tendon-like structures (i.e. exotendons) can improve walking. Objectives: The aim of this study was to quantify the impact of an exotendon-based exoskeleton on pediatric gait. Study design: Repeated-measures study. Methods: Two typically-developing children and two children with hemiparesis completed a gait analysis, walking without and with the exoskeleton. The exotendon was tested at three stiffness levels. Results: All children were able to walk comfortably with the exoskeleton, with minimal changes in step width. Walking speed increased and lower limb joint symmetry improved for the children with hemiparesis with the exoskeleton. Each participant had changes in muscle activity while walking with the exoskeleton, although the impact on specific muscles and response to exotendon stiffness varied. Conclusion: Exotendon-based exoskeletons may provide an alternative solution for optimizing gait in therapy and in the community for children with hemiparesis. Determining the optimal stiffness and configuration for each child is an important area of future research.

Age Norms for Auditory-Perceptual Neurophonetic Parameters: A Prerequisite for the Assessment of Childhood Dysarthria

2020 ◽  
Vol 63 (4) ◽  
pp. 1071-1082
Author(s):  
Theresa Schölderle ◽  
Elisabet Haas ◽  
Wolfram Ziegler
Keyword(s):  
Assessment Tool ◽  
Developmental Trajectories ◽  
Voice Quality ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Age Norms ◽  
Elementary School Age ◽  
Speech Characteristics ◽  
Substantial Progress ◽  
Computer Based

Purpose The aim of this study was to collect auditory-perceptual data on established symptom categories of dysarthria from typically developing children between 3 and 9 years of age, for the purpose of creating age norms for dysarthria assessment. Method One hundred forty-four typically developing children (3;0–9;11 [years;months], 72 girls and 72 boys) participated. We used a computer-based game specifically designed for this study to elicit sentence repetitions and spontaneous speech samples. Speech recordings were analyzed using the auditory-perceptual criteria of the Bogenhausen Dysarthria Scales, a standardized German assessment tool for dysarthria in adults. The Bogenhausen Dysarthria Scales (scales and features) cover clinically relevant dimensions of speech and allow for an evaluation of well-established symptom categories of dysarthria. Results The typically developing children exhibited a number of speech characteristics overlapping with established symptom categories of dysarthria (e.g., breathy voice, frequent inspirations, reduced articulatory precision, decreased articulation rate). Substantial progress was observed between 3 and 9 years of age, but with different developmental trajectories across different dimensions. In several areas (e.g., respiration, voice quality), 9-year-olds still presented with salient developmental speech characteristics, while in other dimensions (e.g., prosodic modulation), features typically associated with dysarthria occurred only exceptionally, even in the 3-year-olds. Conclusions The acquisition of speech motor functions is a prolonged process not yet completed with 9 years. Various developmental influences (e.g., anatomic–physiological changes) shape children's speech specifically. Our findings are a first step toward establishing auditory-perceptual norms for dysarthria in children of kindergarten and elementary school age. Supplemental Material https://doi.org/10.23641/asha.12133380

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